A Case Study of Integrative Assessment in Science Lesson

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  • 理科授業における統合的評価に関する事例的研究
  • リカ ジュギョウ ニ オケル トウゴウテキ ヒョウカ ニ カンスル ジレイテキ ケンキュウ

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Abstract

<p>We designed a science lesson based on the frameworks of Integrative Assessment. These frameworks were based on the proposal of Crisp (2012). The frameworks are 1) Provide students with opportunities to make judgements about their own learning and performance, 2) Provide opportunities to define standards and expectations, 3) Provide them with opportunities to analyze their approaches to responding to a problem, 4) Provide them with opportunities to integrate feedback into their learning, 5) Provide opportunities to engage with a meaningful task, 6) Provide opportunities for assessment of the constructed knowledge. After our lesson was trialed in an elementary school science class, results indicated that: (1) The teacher supported pupils’ learning with diagnostic assessment, formative assessment and summative assessment. (2) Pupils solved the problem via self-assessment and peer-assessment. (3) Pupils were able to construct knowledge about the nature of air. The proposal of Crisp (1997) was thus confirmed to be a useful paradigm for the sound designing of science lessons. </p>

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